USA > Massachusetts > Norfolk County > Plainville > Plainville, Massachusetts annual reports 1934-1941 > Part 10
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Your committee is strongly in favor of a central heating plant to do away with all of the antiquated units now in use. We realize that the town is not yet in a position to take care
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ANNUAL REPORT
of this outlay, although we are convinced it would be an economy in the long run. It is our aim to keep the present system going with as little expense as possible until we feel the time is ready to ask the voters for a central system.
The drainage of the school property is badly in need of attention and, with this in mind, we have secured the approval of a WPA project to regrade the school yard, subject to an appropriation by the town to take care of part of the expense. This matter will be brought up at the annual town meeting.
During the year we lost three teachers who had been with us for some years Miss Edith Tuttle and Miss Sylvia Ahola who married, and Miss Esther Allen who is now teaching in Fall River.
Their places were taken by Miss Lemira Smith, Miss Grace Grant, and Miss Barbara Houston, all graduates of Massa- chusetts Teachers Colleges and, we believe, are well fitted to uphold Plainville School standards.
The following financial statements and Superintendent's report are worthy of careful study.
Money available for Schools in 1935
Appropriation
$27,200.00
Interest on Town School Fund
23.82
Refund on Town Hall Lights
78.50
$27,302.32
Expenses
General Expenses:
School Committee
$120.00
Superintendent's Salary
1,599.96
Expenses
160.37
Expenses of Instruction:
Salaries, High and Elementary 15,939.18
Books and Supplies, High and Elementary 2,005.84
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ANNUAL REPORT
· Operation of School Plant:
Janitor
1,696.00
Fuel
1,218.47
Miscellaneous
482.59
Maintenance
610.83
Health
420.97
Transportation
2,675.00
New Equipment
370.19
Total
$27,299.40
Balance
$2.92
The town received during 1935 from the State on Account of Schools:
General School Fund, Part I
$2,750.00
General School Fund, Part II
2,337.45
For Superintendent
773.33
For High School
1,050.00
$6,910.78
From the Town of Wrentham for Tuition
123.24
From the Tuition of State Wards
78.05
Total
$7,112.07
Total Expenditure for 1935
27,299.40
Receipts from outside sources
7,112.07
Expenditure by Town of Plainville 1935
$20,187.33
PLAINVILLE SCHOOL COMMITTEE BUDGET 1936
Budget 1936
Expended 1935
Expended 1934
Expended 1933
Expended 1932
Expended 1931
School Committee
$120.00
$120.00
$120.00
$120.00
$-
Superintendent, Salary
1,600.00
1,599.96
1,599.96
1,599.96
1,600.00
1,600.00
Expenses
150.00
160.37
125.93
60.28
101.64
121.83
Teachers' Salaries
15,800.00
15,939.18
16,353.02
15,544.37
16,289.87
16,200.25
Books and Supplies
1,800.00
2,005.84
1,154.55
631.25
1,122.54
1,573.68
Operation of School Plant:
Janitor
1,664.00
1,696.00
1,497.60
1,523.20
1,644.00
1,646.00
Fuel
1,216.00
1,218.47
1,175.54
509.00
1,032.89
1,533.24
Miscellaneous
465.00
482.59
407.22
271.54
393.74
551.48
Maintenance
450.00
610.83
371.82
291.58
181.73
377.77
Health
445.00
420.97
390.45
427.33
414.93
387.82
Transportation
2,675.00
2,675.00
2,582.50
2,393.50
2,675.00
2,675.00
New Equipment
315.00
370.19
288.90
80.00
392.06
$26,700.00
$27,299.40
$26,067.49
$23,372.01
$25,536.34
$27,059.49
ELMER G. RALSTON, Secretary
Respectfully submitted, HENRY S. TAMBLYN, Chairman
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ANNUAL REPORT
REPORT OF SUPERINTENDENT OF SCHOOLS
To the Plainville School Committee:
I have the honor to submit to you my twelfth annual re- port as Superintendent and the thirtieth in the series of re- ports.
The Problem of the Individual Pupil
"How can the public school better meet the needs of the individual?" This is the problem for study this year by the group of Massachusetts Superintendents with whom I am associated. The seriousness of this problem especially in the high school is recognized in all educational systems and is being set up as a goal by our own teachers. For a help in considering this topic. I shall refer to the report on the Niagara Falls Schools which was made in February 1935 by the New York State Economic Council. The following analy- sis of the modern school in which they refer to all schools in general-may not be fully accurate but it is a challenge for a careful analysis of our objectives and activities and may be the basis for a constructive approach to our educational needs. This report after listing many worthwhile things in the modern school lists the following failures. The Modern School:
1. Neglects the development of powers and habits of independence, of individual responsibility. of initiative, and of persistent, sustained effort to deal with those things whose mastery depends chiefly upon thinking.
2. Encourages pupils to depend on others, principally teachers, to help over difficulties that pupils themselves have made no serious effort to overcome.
3. Fails dismally to inculcate a living realization of the fundamental truth that no one can learn for another, that whatever one really learns he must learn through his own effort.
4. Encourages pupils, and their parents, to place upon the school responsibilities which belong to pupils and which pu- pils alone can profitably bear.
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ANNUAL REPORT
5. In seeking to avoid for its pupils the habit of failure, tolerates the formation of the still worse habit of expecting success without due effort, and neglects to establish realistic standards which will be operative beyond school life.
6. Fosters the erroneous conception that schooling is synonymous with education.
7. Permits pupils to leave. even on graduation, who are poorly prepared to continue their education independent of teachers, if necessary, because they have neither gained a clear understanding of what real education is, nor learned to read or to use effectively the tools-chiefly books-that make education possible.
Our own schools are far from being typical of "The Mod- ern School" and, therefore, while it fails to secure some of the advantages. is not as fully open to some of the above shortcomings. This report was constructive as it outlined a definite plan of meeting the condition as noted. Several of these suggestions will be listed and comparisons made to our own schools.
1. "Adjust all work to the demonstrable ability of pupils to comprehend and perform."
Within each grade in the elementary school it is possible in most classrooms to have two or three groups of pupils working according to their ability. The wide range within each grade makes impossible a common accomplishment. Many teachers are finding individual ways of meeting the needs of both the slower within the class and those capable of do- ing a greater amount of work. Instead of one assignment for all, in some cases it is possible to give three or four graded assignments. All must pass a minimum amount and then ad- vance according to the pupil's ability or interest. The appli- cation of the system of pupil records as outlined in the re- port for 1934 is a help in the teacher's efforts to discover the individual needs. Continued effort towards this objective is vital.
2. "Permit pupils to undertake only such work as they are qualified to pursue advantageously."
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ANNUAL REPORT
As we have no opportunity for individual choice in our grammar school, this applies mainly to the high school. Many pupils cannot continue advantageously "the college curricu- lum" of our high school. The only other course with any uni- fied plan is the Commerical Course. Members of the School Committee have a number of times in the past in discussing this problem felt the need for certain vocational work. This would be a help. There is also the need for a different type of high school training. Only a very few high schools are at present making substantial efforts to meet it. It is usually called a Civic Curriculum in which a background of scholas- tic training is given for those who will go into general work such as industry, business, or services. It has been estimated that 50% of the adult public is in this class. They need a training for citizenship as well as the others need the train- ing for the professions or for the skilled vocations. Only the few courses in History have been in the past the only courses available for this type of training. The introduction during the past year of the Problems of Democracy course and the previous addition of the course in Economics have been important steps in the right direction. With the present num- ber of teachers it is impossible to further extend the offer- ing of our high school. At the present time the High School teachers and the principal are all teaching much more than the general requirement for high schools. The following quotation from the report of the High School Principal, Mr. Harry L. Dixon, is appropriate at this point.
"In the fall of 1931 we added a course in Economics to the curriculum, in 1934 Biology was added, and September 1935 saw the introduction of the most fundamental addition of all-Problems of Democracy. I believe we can now best consolidate our gains. The schedule is so full now that I see no chance of adding any further studies until something is dropped.
If we will but stop to consider how people get to be suc- cessful we find their success very largely dependent upon the way they handle the people with whom they come in contact or the impression they make on those people. What in the traditional high school curriculum gave training in this field? Unfortunately such training was absent. If then, as we be- lieve to-day, a high school education is to prepare a student to live his life more fully and more happily, we certainly owe it to him to help him to understand himself and his as-
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ANNUAL REPORT
sociates. Just as this was one of the many aims of one of the parts of the Biology course last year it is the ultimate goal of this new course. The material in the course covers a wide range of subjects so that each individual should be able to find something of interest. According to the plan of study, the course is divided into, nine units, two of which, "The Creation and Growth of Culture" and "Human Nature and How Culture Molds It," have been taken up in some detail to date. The impression which I get from a study of the reactions of the members of this class is that they have gained a great deal of very valuable knowledge. But more important than these bits added to their store of facts is their increased ability in the attitude which they assume when attacking a new or perplexing problem-this is an attitude of much greater tolerance and openmindedness than they knew before-with a greater patience for the behavior of "the other fellow" and a greater appreciation for his feelings and beliefs.
Unless the impression gained from the work done by Miss Heywood in this course is altogether too optimistic I think we have made our greatest step forward toward the realiza- tion of a truly modern school."
3. "Allow, expect, require pupils to assume increasing responsibility for their training as they advance through school. An indispensable accessory to the knowledge a student acquires in school is the ability to continue his education intelligently after he leaves school." This criticism of the · modern school does not apply as much in our schools through the very necessity that due to the size of classes and the con- dition with two or three divisions under each teacher that each child is left for a large part of the time to depend upon his own resources for his success. This objective is not incon- sistent with that of aiding the pupil in the technique of study. It rather emphasizes that we should place greater emphasis on the teacher guiding the pupils in how to study and then giving them increasing responsibility for putting that into practice.
4. "Let every student's daily program provide adequate time for independent study." This does not mean the so- called supervised study but an opportunity for the student who is, first, capable and second, who has been well prepared by class instruction to wrestle alone with the difficulties which the subject may present and his power will grow as he suc-
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ANNUAL REPORT
ceeds in overcoming these difficulties. This is the way to develop strength and self-reliance. The requirements for this are, first, a suitable room, and second, that the room must be quiet so that the studying pupil may not be disturbed in his work. Apply this test to our schools. In the elementary schools one room has the unfortunate situation of two grades in the room. While it requires the individual study by the pupils in one division while the other division is reciting it, however, violates this requirement of a suitable situation for such individual study. In the recently inaugurated depart- mental work in the grammar grades there is a better oppor- tunity to prepare the pupils for this type of procedure. In part of the increased study period each teacher may give more opportunity to this "independent study" and guide its growth progressively through these years. The working out of this problem in these rooms is an objective at the present time. In the high school where this problem is very vital a large part of the "independent study" must be done in a room where another class recitation is being held. The great- est need is the recognition on the part of all teachers and the understanding between parents of this problem to support the teachers in demanding of the pupils independent study. With this objective much can be done and may in time lead to the solution of the other problems.
5. "Make learning to read and to use books intelligently a central objective of the entire school career of every pupil." The most serious charge against all schools is their failure to develop the reading ability of pupils. Learning to read involves learning to think. Developing reading ability is de- veloping thinking ability. This is not alone the function of elementary teachers but of every teacher of an academic subject in grammar school and high school no less than the primary teacher. In the Niagara Falls survey, it was found that thirty to fifty percent of the pupils in some classes were two and three years below their proper grade in reading ability. A recent survey of reading in the Norton and Plain- ville Schools showed that the pupils in grades six, seven, and eight were, on the average, six months below their normal standard while the same survey in grades three, four, and five showed approximately six months ahead of the normal grade accomplishment. A special and intensive drive on read- ing during the month of November showed in accomplish- ments by a standardized test three months improvement dur- ing that one month. The objective of intensified reading in-
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ANNUAL REPORT
struction in the elementary grades and some application of this problem to the instruction in certain of the high school subjects is underway at present. There is also going on a further study of the accomplishments in reading and Eng- lish in the grammar schools and high school classes. This is of wider scope than the study during November and will show the particular type of reading difficulty of individual pupils. This will serve as a basis of remedial work. To sup- plement this study an extensive examination of the recent courses of studies compiled in several large high schools and those available at certain educational institutions are being studied with the objective of redefining and outlining the work applicable to the local situation. In both the high school and the elementary school Miss Alice Heywood of the high school is chairman of the committee of teachers making this study. The recommendation of the New York State Economic Council, while recommending reductions in certain items due to the type of work in that city under examination, also re- commended for assistance in correcting the situation in the reading instruction an increase in the expenditure for books. They recommend $2.75 per year per pupil. In Plainville the expenditures during the past four years have varied from approximately $.65 per pupil to $2.70. The splendid support given to school equipment during the past year has been of enormous help in meeting this situation and if continued for a time will overcome the handicap of the past few years. The importance of the local effort in supporting this item of school expense is seen in the report of the New York State Economic Council.
THE HIGH SCHOOL Mr. Harry L. Dixon, Principal
Earlier in this report extensive quotation has been made from Mr. Dixon's report in order to set forth the work in the new course "Problems of Democracy." The course in Biology is increasing in scope of the work done and the ef- fectiveness of the results. During the past year the largest item of expenditure for new equipment was for the most modern type of lantern projector which will show both the usual slides and any opaque material such as post cards or pages from magazines or books. This projector is of course available and extensively used by other departments. "A true understanding of and appreciation for the tiny forms of life
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ANNUAL REPORT
which may be found in drinking water, which cause our diseases and which eat the crops we have intended for our- selves is very largely dependent on what is given us by the microscope." "I am very happy to have such an instrument for our class to use. I know that it is quite impossible to pro- vide each student or each pair of students with a microscope. I do feel quite certain than an exceedingly more valuable pro- gram could be arranged if we had an instrument which would make one microscope serve much the same purpose as would be served by one such machine for each student. A micro- projector, such as the Zeiss, is such a machine. I believe the initial expense required to be a most reasonable one."
The High School Library has continued as a most useful aid for the school. It has reached its limits physically unless larger space can be found elsewhere. The library, in addition to its usual purpose, furnishes opportunity for initiative and leadership on the part of several pupils. This is a valuable training in itself. We acknowledge gratefully the assistance given by the Plainville Town Library in furnishing a number of helpful magazines. The new High School report card which was explained in last year's report has now been adopted as a permanent feature. Its value seems evident.
The practice in debating in the high school has continued. The school debating team has had a most successful year.
THE GRAMMAR SCHOOL
The new development during the past year was the appoint- ment of Miss Mildred Robbins as Assistant Principal of the school. Both the administrative and teaching duties of Mr. Dixon make impossible the handling of many details in the grammar school. Miss Robbins' effective work in the grammar school made her the unanimous choice of everyone for this position. The start of the departmental plan in these grades has been justified. The present problem is the development of this system under Miss Robbins. It has been possible to furnish additional material such as books, magazines and filing material. Under the Social Science teacher, Miss Knox, this material is being used most effectively.
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ANNUAL REPORT
THE PRIMARY SCHOOL Miss Katherine I. Howard, Principal
In September Miss Howard was appointed Principal of the Primary School following the resignation of Miss Tuttle, who had been Principal for several years. Miss Howard at- tended summer school at Harvard University, specializing in the study of Primary Reading. Under her guidance the teachers of the Primary School are making an effective and intensive drive on the instruction in reading.
SCHOOL HEALTH SERVICE
Dr. Allen R. Howard, Physician. Mrs. Ruah M. Harris, Nurse
During the past year a number of clinics and special health activities were conducted. The Chadwick Clinic was continued under the supervision of the County health officers. The pre-school clinic was conducted by the health officers as- sisted by Mrs. Irma Chisholm and Mrs. Helen O'Reilly. A clinic for the immunization against diphtheria was conducted by a committee with Mrs. Ruth Weir as chairman, Mrs. Isobel Maddocks, Mrs. Clara Tamblyn, Mrs. Helen O'Reilly, the school nurse, and the school physician. Forty children were served at various times in this health enterprise. The usual health examinations were conducted and recommendations, where needed, were sent to the parents. The Health Day program in the spring was carried out as usual. The Parent- Teacher Association, the Christmas Seal Committee, the Red Cross and Junior Red Cross organizations all cooperated a number of times during the year in giving financial support to various enterprises. Mrs. Elmer Ralston was chairman of a committee to raise money for the purpose of sending a num- ber of children to the Sturdy Hospital to the tonsil and adenoid clinic.
ART Mrs. Rowena B. Rice, Supervisor
From the report of this department the following items deserve special mention. A puppet Show entitled, "Little Red Riding Hood" was given by the eighth grade at the school exhibition. All material used was made by the pupils. An exhibition of work from Grade 1 through the High School
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ANNUAL REPORT
was held in New York City this last fall with a large attend- ance of art teachers, supervisors, and many others who were most enthusiastic with their comments on accomplishments in the Plainville Schools. In the Grammar Grades there have been developed large murals correlating art work in history, and literature, using easel paints and charcoal as a medium. In the annual Be Kind To Animals poster contest the follow- ing awards were made:
First prize, Willa Hamant, Grade 6. Second prize, Ryder Smith, Grade 7, and Edward Fountain, Grade 5. The following received honorable mention: Clifford Cooper, Grade 5, Richard Ellis, Grade 6, Ursula Wilmarth, Grade 6 and Jean Washburn, Grade 8.
MUSIC Mrs. Harriet F. Washburn, Supervisor
The past year saw the addition of a new kind of work, eurhythmics-a combination of rhythm and physical training. The assistance of Miss Knox and the interest of the pupils in this new study has brought about good progress. The operetta given by the children of the first five grades this past year was a success. The money from this made possible the pur- chase of an R. C. A. radio for the Primary Building. This new machine is being used very effectively in listening to the pro- grams given by the "American School of the Air." "Our High School Orchestra and Band suffered a severe set-back with the loss of five boys who had always been loyal workers. We had advanced so far that with extra hard work we were able to do the 'Poet and Peasant Overture.' I was indeed proud of that performance and shall long remember it with a great deal of pleasure."
Much worthwhile information is available in the usual school data which is attached to this report for your consid- eration. The diligent efforts which have been given by the members of the school staff are appreciated. I wish to record the helpful study of school problems which you as a school committee have given during the past year.
Respectfully submitted, LAURENCE G. NOURSE, Superintendent of Schools.
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ANNUAL REPORT
PLAINVILLE HIGH SCHOOL GRADUATION EXERCISES June 21, 1935
Class Colors-Old Rose and Silver Motto-"Not ending but beginning" Flower-Yellow Tea Rose
-Program-
Processional Seniors
High School Orchestra
Invocation Rev. W. Henry Shillington
Song-"The Lost Chord" Sir Arthur Sullivan High School
Salutatory-"Education and Its Benefits" Charles Oliver Peasley
Selection-"Poet and Peasant Overture" High School Orchestra
Essay-"What Should A Graduate Represent?" Clarence Eugene Skinner, Jr.
Essay-"Cooperative Movement" Fred Paul, Jr.
Song-"Calm As The Night" Carl Bohm High School
Valedictory-"Interscholastic Athletics" Brainard Hall MacNeill
Presentation of Alumni Awards Mr. Merrill N. Falk, II President of P. H. S. Alumni Association
Presentation of Diplomas Mr. Henry S. Tamblyn, Chairman of School Committee
Benediction Rev. W. Henry Shillington
Recessional
Graduates
High School Orchestra
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ANNUAL REPORT
Officers
PRESIDENT-Ralph Alvin Keyes VICE PRESIDENT-Fred Paul, Jr. SECRETARY-Marjorie Estelle Gardner TREASURER-Brainard Hall MacNeill
Class Roll College Preparatory Course
Edward Harvey Hemmingsen Charles Oliver Peasley
Commercial Course
Brainard Hall MacNeill Fred Paul. Tr. Clarence Eugene Skinner, Jr.
General Course
Clyde Merton Barney Marion Elizabeth Jacques
Earl Mellen Cook Marjorie Estelle Gardner Ralph Alvin Keyes
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ANNUAL REPORT
PLAINVILLE GRAMMAR SCHOOL GRADUATION EXERCISES
June 12, 1935
-Program-
Operetta, "Molly, Be Jolly" presented by the Graduates.
Presentation of the American Legion School Awards Mr. Henry S. Tamblyn, John Edward McNeill Post 217
Presentation of diplomas and awards Mr. Elmer G. Ralston Secretary of School Committee Program under the direction of Miss Mildred H. Robbins and Mrs. Harriet Washburn
Graduation List
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